1. Developing and delivering an online course to support the effective teaching of literacy through braille Rory Cobb, RNIB Dr Steve McCall, University of Birmingham

2. Aims Develop greater understanding of the skills required for the effective teaching of literacy through braille Learn more about international research and resources to support the teaching of literacy through braille Increase knowledge of training approaches to support the professional development of teachers of students with visual impairments

3. UK background Where braille users learn How QTVIs are trained Growing concern over standards of teaching of literacy through braille –RNIB report 2002 –Birmingham University literature review 2011

4. Main findings Steve to add

5. Developing the online course Funding – £100,000 government grant Platform - Moodle course based on existing RNIB programme Developing content - consultation with teachers Writing course materials – specialist authors Designing the course structure – range of learning and assessment approaches

6. Key decisions Access – open or limited? Fee structure Duration Accreditation Assessment methodology Accessibility Videos Technical and professional support

7. BLOT course structure

8. Core units Fundamentals of braille literacy Pre-reading Early reading Fluent reading Implementing braille literacy

9. Supplementary units Choose two from: Braille maths Braille science Foreign language braille Braille music Late beginners in braille Learners with additional needs Braille learners with English as an additional language

10. Online resources Each unit comprises: Self study Reader material Discussion activity Structured portfolio Multiple choice quiz Example – early reading unit from pilot course

11. Pilot course November 2014 – March 2015 17 students in 3 discussion groups Confusion at start Mid course revisions Course meeting and final evaluation

12. Pilot course evaluation Average (out of 5) The units were relevant to my professional needs 4.81 The time was reasonable for the amount of content 2.94 The self-study material was relevant 4.5 The discussion tasks were relevant 4.13 The portfolio tasks were relevant 4.0 The unit tests reflected the content of the unit materials 4.13 Reader and reference materials were useful 4.31 The study of these units will improve my working practice 4.81 I feel more confident about teaching literacy through braille 4.69 I would recommend this course to other QTVIs 4.88

13. Student comments “Altogether I thought it was a great course, I have really enjoyed doing it and feel it has been very beneficial for my work and my confidence working with and promoting braille”. “I have found this course to be both enjoyable and instructive. I liked the way it combined reading, discussion, portfolio and test and a complete absence of long essays! “I feel every QTVI teaching educationally blind children should complete the course as the reading materials, discussions and tasks were so relevant to teaching literacy through braille in inclusive mainstream schools. I think this it is one of the most beneficial VI courses I have ever done since the QTVI course.”

14. Modifications to 2015 course Portfolios revised to improve focus and reduce workload Notes Applied activities Reflection Mark scheme for portfolios updated Training day added at start of course Course extended by 2 weeks Timetable re-sequenced

15. Additional benefits Selected content from online course added to QTVI training programme Same template could work for other content, eg early years, complex needs

16. What next? Would this type of course be relevant in a US context? How might that work? –Direct access to UK course –Licence arrangement to develop US version –Just design your own using BLOT for guidance Let us know what you think!

17. Contact details: rory.cobb@rnib.org.uk s.mccall@bham.ac.uk